KS3 Information Booklet

Simon Langton Girls’ Grammar School Key Stage 3 Information Booklet ‘Where tradition and excellence combine’



INDEX  Information  The Langton Values  Art  Classics: Latin & Greek  Computer Science  Design Engineering  Drama  English  French  Food Technology  Geography  German  History  IVE  Mathematics  Music  PE  PSHEE  Religious Education  Science  Spanish  Textiles



INFORMATION USEFUL CONTACTS Headteacher: Mrs A Scully Deputy Head (Student Welfare): Mr R Green Deputy Head (Curriculum and Standards): Mr P Pollard Assistant Head (Pastoral Care and Guidance KS3 and KS4): Miss H Blaskett-Foord Assistant Head (Sixth Form): Mr J Senechal Pastoral Manager (Year 7): Mrs S Jull Pastoral Manager (Years 8 & 9): Miss E Howard Pastoral Manager (Years 10 & 11): Mrs K Clarke Pastoral Manager (Years 12 & 13): Mrs L Bramwell Chair of Governors: Mrs C Stretch Telephone Number: (01227) 463711 Fax Number: (01227) 458363 Timings of the Day: Start of Day 8.45 am End of Day 3.25 pm SLGGS E-mail Address: [email protected] SLGGS Absence E-mail Address: [email protected] SLGGS Website: www.langton.kent.sch.uk SLGGS Facebook: Simon Langton Girls’ Grammar School SLGGS Twitter: @SLGGS

THE LANGTON VALUES During their seven years at the school, students embark upon their personal Langton Journey. Together they develop a shared set of values and learning behaviours, qualities expected from all. We call these the Langton Values.

THE CURRICULUM AT A GLANCE Year 7 English, Maths, Science, Physical Education, Religious Education, MFL: one of French, German or Year 8 Computer Science, History, Geography, Art*, Music, Drama, Spanish Year 9 Year 10 Textiles*, Food Technology*, Design Technology*, IVE and PSHEE *two of these are studied in Year 7 and two in Year 8 Maths is the only subject which is in sets from Year 7 Continue with subjects as above Latin and 2nd MFL are added Continue with subjects as above, with Science separated into Biology, Chemistry and Physics Mini-options are taken, allowing for students to choose whether to continue with one or two languages Ancient Greek available (off-timetable) (2-year) Continue: English (Lang), English (Lit), Maths, Separate Sciences (Biology, Chemistry & Physics) or Trilogy Science, at least one MFL (French, German or Spanish). Physical Education and IVE are non- examination subjects + PSHEE/Enrichment GCSE Option Subjects from: Art & Design: Fine Art Art & Design: Textiles Classical Civilisation Computing Design & Technology: Product Design Drama Geography History Latin Music PE Religious Studies 2nd MFL (French, German or Spanish) 9 GCSEs in total Ancient Greek available (off-timetable) Year 11 Continue with GCSE options chosen in Year 10 Extra-Curricular Clubs The school offers a variety of extra-curricular clubs, most of which are held during the lunchtime period. These are all detailed on the school website (www.langton.kent.sch.uk) under Information/School Clubs. Typical clubs include: Junior Singers, Ukulele, Junior Orchestra, Soul and Funk Band, Jazz Band, The Brassies, Beginners Brass, Debating Club, Lego Club, Computer Code Club, Art Club, Greek Club, Gardening Club, Netball, Dance and Football

SEN The school has an established policy on Special Educational Needs and continues each year to refine the support we give. The newly refurbished Learning Base provides a hub to ensure that the needs of all students are appropriately met. Our dedicated SEN team work closely with Pastoral Managers, form tutors and subject teachers to enable every student to thrive at the Girls’ Langton. Staff are up to date with the latest research and guidance and most appropriate support strategies for our students. Needs are identified from primary school, or from concerns raised by parents or teaching staff. Almost half these known needs are associated with specific learning difficulties, particularly dyslexia. Some students’ needs are physical, usually associated with vision or hearing. The current school building is partially adapted for wheelchair use, the new building will be fully DDA compliant. The assessment of a student’s individual needs is the outcome of staff discussion based on information drawn from a variety of sources, and following consultation with parents. Day-to-day support is coordinated by the SENCO, the SEN Administrator and supported by the Pastoral Manager for the relevant year group, form tutors and subject teachers. The school’s SEN policy can be found on the website (www.langton.kent.sch.uk). PERSONAL, SOCIAL, HEALTH & ECONOMIC EDUCATION AND SEX AND RELATIONSHIP EDUCATION (PSHEE AND SRE) The school has always taken very seriously its responsibility for the personal, social, moral and spiritual development of the students, as well as for their safety and well-being. The law insists that we make a specific statement about Sex and Relationship Education (SRE) but we believe that this is best seen as intimately bound in with the overall aim of ‘personal development’. We provide PSHEE to cover the following overlapping areas, which fall roughly into the three categories:  Personal – study skills, relationships, family life  Social – environmental education, environmental aspects of health safety, citizenship, economic, work-related, industrial and political understanding  Health – psychological and physical health, health-related exercise, food and nutrition, substance use and abuse  Economic – careers and financial capability In practice, PSHEE is provided through these main routes as an entitlement for all students:  In certain items of content and learning processes within timetabled subjects, i.e. the normal ‘academic’ curriculum.  Through directly taught ‘specialist’ elements i.e. lessons or external inputs/drama etc. on e.g. career choice, personal safety, sexual health, substance abuse.  Through the acts of collective affirmation and reflection on values in assemblies. Parents have the right to withdraw their children from specific SRE lessons, although in practice we have relatively few of these, as SRE is mostly taught deliberately within the context of other areas of knowledge and experience. RELIGIOUS AFFILIATION AND EDUCATION The school has no religious affiliation; all students attend assemblies at least once a week although these are not specifically religious. Currently, Year 7 and 8 have two lessons of Religious Education per fortnight; Year 9 have three lessons per fortnight. In Year 10 students have one lesson of Religious Education per fortnight delivered through the IVE programme. The syllabus is based on the Agreed Syllabus for Kent. Our annual Commemoration in the Cathedral is of a broadly Christian character. Any parents wishing their child to be withdrawn from worship or instruction should notify the Headteacher.

WELFARE, SUPPORT AND GUIDANCE Home has the most important influence on a child’s education and we work in close partnership with parents to ensure a safe and secure environment in which to learn. Being placed in a form within a year group means that all students are well known to key members of staff. Tutors, Pastoral Managers and Academic Leads build close relationships with parents and there is a package of opportunities, tailored for each year group, for exchanging information and discussing students’ progress and achievements. Every student receives a report once a year and parents are always welcome at the school to discuss any concerns with Tutors, Pastoral Managers, Academic Leads, Assistant Headteachers, Deputy Headteachers or the Headteacher. The Form Tutors, Academic Leads, Pastoral Managers and Senior Leadership Team work closely together to establish the unique Langton ethos, so important to the emotional and academic development of our students. Each plays an important role in the day-to-day lives of your child. FORM TUTORS Your daughter’s Form Tutor will see her every day. They get to know the girls in their form quickly, acting as both an academic and pastoral point of support. They are the first person your daughter will speak to if she has a problem. For most questions and concerns they are the first point of contact for parents by email. PASTORAL MANAGER The Pastoral Manager oversees the day-to-day welfare of the girls. Working closely with the Form Tutors, Academic Leads and Assistant Heads, they focus particularly on issues of attendance, pastoral support and behavioural concerns. They are often the first person to contact home, and the first point of contact for parents with more serious concerns. ACADEMIC LEADS The Academic Leads play a key role in monitoring progress and achievement and offering support and guidance to students alongside leading year assemblies and events. They work closely with the Pastoral Managers, Assistant Headteacher and Deputy Headteacher to offer individualised support and engender a culture of reaching beyond the curriculum. ASSISTANT HEADTEACHER (PASTORAL CARE AND GUIDANCE KS3 AND KS4) The Assistant Headteacher is responsible for the curriculum and academic needs of the girls, through liaison with Heads of Departments and Academic Leads, and also works closely with the Pastoral Managers with more serious student welfare concerns. MENTAL HEALTH At Langton Girls’ our approach to mental health and wellbeing focuses on the importance of evidence based prevention and early intervention in school, alongside challenging any stigmas associated with poor mental health. Recent research has identified that a focus on mental toughness, emotional resilience and meta-cognition are at the heart of a ‘prevention based’ model to support mental health and emotional wellbeing within schools, coupled with targeted intervention when needed. Through their PSHEE lessons and our Enrichment curriculum all students are involved in our Emotional Resilience Project. This is part of a multi-faceted programme that places education and guidance for all students as its core principle, whilst utilising many additional options to ensure the best provision is available when most needed. This approach places meta-cognition, both emotionally (an understanding of our own resilience, vulnerabilities, self-efficacy, intrinsic motivation and meaning) alongside academic and intellectual meta-cognition (the understanding and insight into ‘learning about learning’ or ‘how we learn’) at its heart. The strengths-based resilience program will also focus on positive emotions, engagement, achievement, creating meaningful relationships and optimism.

SCHOOL LIBRARY The library at SLGGS is a thriving part of the school community and a friendly, comfortable and quiet place to work and relax for all year groups. Our librarian, Mrs Smith, is helped by a dedicated team of Junior Librarians from Year 8 onwards. Sixth Form librarians can also apply for the position of Head Librarian. Students are encouraged to use the library throughout their time at SLGGS. Year 7s can enter an annual competition to design a book jacket for their favourite book. Year 7 students and new members of the Sixth Form receive a library induction when they join the school. Book and cake sales are regularly held to raise money for the charity BookAid International and for projects within the library. BUILDINGS Opening in early 2021, the new building will replace 80% of the current school, providing state-of-the-art facilities for students and staff alike. Alongside replacement classrooms, laboratories, canteen, hall and creative spaces, will be a new sports hall, activity studio, purpose build drama studio and new 6th form facilities. It is the start of an exciting new chapter in our long history.

Year Group ART 7&8 Areas of Study 9 Unit 1: The Drawing Project Unit 2: Portraits Unit 3: Dada and Surrealism Unit 4: People and their Environment Unit 5: Cubism Rotate on carousel Unit 1: Beginnings (larger portfolio project) Mini Option

Year Group CLASSICS: LATIN & GREEK 8 Latin Cambridge Areas of Study Latin Course Book 1 In each stage the study of the Latin language is set in its historical context by studying 12 aspects of Roman life and culture: 9 Latin Cambridge Term 1 Stages 1-2: Introduction to the Roman family, houses, food and daily life; basic work on Latin Course nouns and verbs Book 2 Term 2 Stages 3-4: The town of Pompeii and its forum; developing case usage and verb endings Term 3 Stages 5-6: Entertainment in the Roman Theatre and Roman use of slavery; Latin plurals 9 Greek and introduction of the perfect & imperfect tenses Textbook: Term 4 Stages 7-8: The Romans and the supernatural & focus on the Roman amphitheatre; further Athenaze study of the perfect & imperfect tenses and introduction of the accusative plural Book 1 Term 5 Stages 9-10: The Roman baths and Roman schools; introduction of the Dative case and consolidation of verb tenses, with special focus on the present Term 6 Stages 11-12: Roman elections and the archaeological implications of the eruption of Mt. Vesuvius; verbs that take the dative and general consolidation of the three tenses covered by the course: present, perfect, imperfect In each stage the study of the Latin language is set in its historical context by studying appropriate aspects of Roman life and culture: Term 1 Stage 13-14: Roman influence in Britain, especially on the economy & agriculture; the infinitive, volo & possum Term 2 Stage 14-15: How the Romans governed Britain, with special focus on King Cogidubnus; use and agreement of adjectives Term 3 Stage 15-16: The palace at Fishbourne; revision of verb tenses & introduction of the pluperfect Term 4 Stage 16-17 Alexandria and the Seven Wonders of the Ancient World; the genitive Case Term 5 Stages 17-18 Life in Roman Egypt, with a focus on glassmaking; more on adjectives Term 6 Stages 19-20 The worship of Isis and ancient medicine; hic, haec, hoc & imperatives; the present participle Students also gain a qualification: Entry Level Latin (OCR) Term 1 – Chapters 1 & 2: introduction to verbs and nouns in 1st & 2nd declensions Term 2 – Chapters 3 & 4: imperatives and infinitives; plurals; verb ‘to be’ Term 3 – Chapters 5 & 6: pronouns & adjectives; middle verbs Term 4 – Chapters 7 & 8: 3rd declension nouns and adjectives Term 5 – Chapters 9 & 10: focus on participles; impersonal verbs; introduction of the strong aorist tense Term 6 – Chapters 11 & 12: Further work on the weak and strong aorist tenses

COMPUTER SCIENCE We strive to equip our students to use computational thinking and creativity to understand and take part in the digital world. We prepare them to recognise the risks when using technology, and discover what safety measures they can follow to reduce this. Computing has deep links with mathematics, science, and design and technology, and provides to be the underpinned subject to link across a vast range of careers. We offer a choice of opportunities to enhance our students learning process and encourage them to take an active role in the practical application of computing through a range of clubs. The STEM club focuses on electronic engineering and in June 2019 two Year 8 students became Southeast regional winners in the ‘What if I were an Engineer’ competition. Our Lego club build and program robots, and qualified to compete in the FLL National finals (UWE, Bristol) in February 2019. We offer a Computer Graphic Art club and the Code club FUZE learning to code using BASIC programming language. Year Group Areas of Study 7&8 Our curriculum expands beyond the national curriculum to ensure that our students are able to 9 understand how a computer works, as well as develop their basic software skills to guarantee they become digitally literate citizens. During Year 7 & 8, they will express themselves and develop their ideas through information and communication technology at a suitable level to become active participants in our digital world and their future workplace. We follow the NCCE (CAS) progression pathways which support the three main strands form the national curriculum.  Computer Science  Information Technology  Digital Literacy Selecting Computing as one of their options, our students will follow OCR Entry Level to Computer Science – R354. This specification is a full introduction to GCSE and will include four exam board set, end of topic tests (written tests, 30 minutes each} and a programming project that will be moderated by the exam board. The theory consists of:  Test 1: Computer Hardware; Computer Software  Test 2: Computer Memory and Storage; Moral, Legal, Cultural and Environmental Concerns  Test 3: Computational Logic; Algorithms  Test 4: Programming Techniques; Data Representation The Programming project will be a written report evidence programming code in the following scenarios:  Plan a solution  Develop a solution  Testing a solution  Evaluating the success of the solution

DESIGN ENGINEERING LINK TO OTHER SUBJECTS/DEGREES/CAREERS Design Engineering sits well with maths and science subjects as it teaches key skills in problem solving, project management, rethink design and development of conceptual ideas. It can link well with the Arts, developing competency with different materials and creativity. For anyone aspiring towards a degree and/or career in engineering, design or manufacturing it is an essential subject. Students go on to study Architecture, Engineering or Product Design. SKILLS/COMPETENCIES DEVELOPED Aside from the obvious making and assembling skills, students learn about drawing and graphical representation, the use of computers for drawing and product creation through the use of the laser cutter, 3D printing and CNC routing. Design Engineering also gives students an increased knowledge of, and competence with, using ICT in a practical way through the use of CAD programs. Year Group Areas of Study 7&8 Unit 1: Art Deco Box – design and make a timber box in the style of Art Deco 9 Unit 2: Tube Map Puzzle – design and make a tube map puzzle in the style of Henry Beck Unit 3: Compact Mirror – Design and make a Compact Mirror in the style of Des Stijl design movement. Teaches about CAD and sublimation printing Unit 4: Clocks – design and make a design clock suitable for a chosen target market, make in acrylic Unit 5: Graphic skills – looking and presentation skills and drawing skills to make the students into successful young designers Unit 6: CAD skills – Students learn Tinkercad, a free online modelling program NB. Students study Design Engineering for the whole year in either Year 7 or Year 8 Unit 1: Tablet Stand – design and make a tablet stand based on the bagpress manufacturing process Unit 2: Anglepoise Lamp – a skills unit where students manufacture their own interpretation of the famous anglepoise lamp, in timber Unit 3: Biomimicry Bookmark – students explore conceptual ideas to design and make a bookmark inspire from design in nature. This uses the sublimation process to print on metal Unit 4: Sustainable Candleholder – A short project exploring sustainability and reuse by making a candle holder from repurposed timber Unit 5: Eliminium Light – A simple and playful folded metal light based on an animal, powered by a usb colour changing LED light Unit 6: Graphic skills – looking and presentation skills and drawing skills to make the students into successful young designers NB. Students make mini option choices in the creative subjects so opt into studying Design Engineering

Year Group DRAMA 7&8 Areas of Study 9 Term 1: Text in Performance – Rehearsing a monologue, duologue or group piece Term 2: Evacuees – Role play and devising skills Term 3: Shakespeare on stage Term 4: Physical Theatre Term 5: Showcase Term 6: Commedia dell'arte NB. Students study Drama for the whole year in either Year 7 or Year 8 Term 1: Text in Performance – Rehearsing a monologue, duologue or group piece Term 2: “The Play That Goes Wrong” – Exploring comedy Term 3: Live Theatre – Reviewing live productions Term 4: Physical Theatre – Introduction to Frantic Assembly Term 5: Devising project – Responding to stimulus Term 6: Devising project – Performing to an audience

Year Group ENGLISH 7 Areas of Study 8 Term 1: Exploration of Poetry 9 Term 2: A Christmas Carol by Charles Dickens Term 3: Modern Novel Term 4: Drama Term 5: Non-Fiction Term 6: Introduction to Shakespeare Term 1: Novel Term 2: Drama Term 3: Poetry from Other Cultures Term 4: Short Stories Term 5: Non-Fiction Term 6: Shakespeare Term 1: Novel Term 2: Poetry Term 3: Shakespeare Term 4: Non-Fiction Term 5: An Introduction to Gothic Term 6: An Inspector Calls by JB Priestley

Year Group FRENCH 7 8 Areas of Study 9 Term 1: Introductions Term 2: Family and friends, including pets and Christmas in France Term 3: Where I live Term 4: Directions and in the café Term 5: School and daily routine Term 6: Weather, hobbies and holidays FL1 Terms 1 & 2: Last weekend and going out (past tense) Terms 3 & 4: Shopping, clothes, invitations and excuses Terms 5 & 6: Food, shopping for food, ordering food FL2 Term 1: Introductions Term 2: Family and friends, including pets and Christmas in France Term 3: Where I live Term 4: Directions, in the café Term 5: School and daily routine Term 6: Weather, hobbies and holidays FL1 Terms 1 & 2: Project on holidays based on the film: ‘Mon père ce héros’ Terms 3 & 4: Le Petit Prince – project based on ‘Le Petit Prince’ Term 5: Holidays in Normandie project Term 6: Start of GCSE topics FL2 Terms 1 & 2: Last weekend, going out and free time activities (past tense) Terms 3 & 4: Clothes, shopping, invitations and excuses Terms 5 & 6: Food, shopping for food, ordering food

FOOD TECHNOLOGY All schemes of work fall in line with the NC Programmes of Study for Cooking and Nutrition. Pupils cook a repertoire of predominantly healthy main meals. Year 7 and 8 – half of the year group studies the subject for one lesson a week in Year 7 and the remainder studies it in Year 8. Lessons are a mixture of theory and practicals. All lessons are delivered through a combination of practical and theory approaches with opportunities for individual and group work. Students are encouraged to adapt the school recipes to accommodate dietary needs and personal preferences. Students in Year 9 study the subject as part of the Enrichment Programme for part of the year. Following an introduction into the nutritional requirements of teenagers and body image, students undertake a series of practical lessons. This course provides the opportunity for the development of important life skills and raises awareness of the teenage life stage. Year Group Areas of Study 7&8 Project 1: Hygiene, Safety and Kitchen Skills Project 2: Salads and Healthy Eating Project 3: Baked Products Project 4: Healthy Meals for Young People

Year Group GEOGRAPHY 7&8 Areas of Study 9 Unit 1: Maps and Mapping – A study of all the basic map skills required to be a successful Geographer Unit 2: Earth’s Story and Landscapes – A study of the earth from Big Bang to current global climate issues with reference to rocks and their roles in shaping our landscapes Unit 3: GIS – A study of the principles of Geographic Information Systems linking Dr John Snow to a Geography of Crime Unit 4a: Africa – An overview study of the human and physical geography of Africa that looks at climate, ecosystems, tectonics, population change, urban issues etc Unit 4b: Horn of Africa – A focussed study of the human and physical geography of the eastern region of Africa focussing on issues like cash cropping and piracy Eduqas Specification A Theme 1: Landscapes and physical processes – An examination of the characteristics of complex landscapes, with emphasis on Limestone landscapes followed by river processes, landscapes and management

Year Group GERMAN 7 8 Areas of Study 9 Topic 1: Introductions Topic 2: My family, friends and pets Topic 3: Free time and going out Topic 4: School and routines Topic 5: In the café FL1 Topic 1: House and home Topic 2: German culture and celebrations Topic 3: Health and wellbeing Topic 4: Shopping and tourism Topic 5: Film study – Conni und co FL2 Topic 1: Introductions Topic 2: Family Topic 3: Free Time Topic 4: School Topic 5: House and home FL1 and FL2 Topic 1: Holiday Topic 2: Where I live Topic 3: Going out, meeting up and shopping

HISTORY Studying history at Simon Langton Girls’ Grammar will encourage your analytical thinking and develop your sense of curiosity. Year Group Areas of Study 7 Unit 1: What are the key skills that make a great History detective? 8 Unit 2: Was William the Conqueror’s victory at Hastings due to his good luck or Harold Godwin’s poor preparation? 9 Unit 3: Religion, Rats and Revolt: What was life like in the Middle Ages? Unit 4: Anthropology and Archaeology: Using artefacts from the Incan Empire to explore their rise and fall. Unit 1: Gunpowder, Treason and Plot: Which interpretation is most accurate about the events of 1605? Unit 2: Why did Charles I lose his head? Unit 3: ‘Am I not a man and a brother?’ What were the most important facilitators of the abolition of slavery movement? Unit 4: ‘Do you hear the people sing?’ What caused the French to abolish their King? Unit 1: Why did two bullets cause the First World War? Unit 2: Is the ‘Lions led by Donkeys’ theory an accurate interpretation of soldiers experiences in the First World War? Unit 3: Why did the 1930s become an era of dictators? Unit 4: Was appeasement the main cause of the Second World War?

THE INTELLECTUAL VISION AND ENDEAVOUR PROGRAMME (IVE) The Intellectual Vision and Endeavour Programme aims to encourage a culture of intellectual expansion as an integral part of the Langton Extended Curriculum. It not only develops a rich affiliation with the rigours of academic study and strategic vision, but also develops the transferrable traits that are needed in a developing global employment sector. In Key Stage 5 students access lectures given by academics at the very top of their field and will have the opportunity to craft their own companion research projects spiralling from an annual theme. The Programme increases student resilience by emphasising the importance of both independent study and independence of thought, facilitated by their involvement in workshops and seminars in which students question and debate with our guest academics. Our highest achieving students are also given the opportunity to research, craft and deliver a dynamic and interactive learning experience for our younger students so that they can hand the intellectual baton on, and leave a lasting and inspiring impression of what a Langton student should aspire to achieve. Key Stage 3 In Key Stage 3, students develop independent learning skills such as extended research, debating, problem-solving and project crafting. Students are encouraged to drive their own learning through asking questions about the world around us and suggesting topics that they research both individually and interdependently. This is reflected in our style of assessment, which incorporates the following:  Reflections: A reflection will be a small written piece of work that students will complete at least once a term. It includes a selective summary and evaluation of the ideas explored in IVE lessons, as well as opportunities to explore the concepts of ‘Vision’ and ‘Endeavour’.  Vivas: Students will be required to research and compile a written report for the written part of their viva. They will also undergo a verbal viva, which provides an opportunity to discuss research further and respond to questions from teachers. Year Group Areas of Study 7 What does it mean to be human? 8 Is exploration the result of human curiosity? 9 Words, words, words: How and why did humans develop verbal communication? To Rule or Be Ruled: How has the relationship between the state and the people developed? Visual Literacy and Culture ActIVE Venture: Year 9 Term 6 The Brief: To create an exhibition which will engage visitors with the experiences of women associated with St Augustine’s Abbey in partnership with English Heritage. Students will have the opportunity to work alongside industry experts to gain first-hand experience in the Conservation and Heritage industry.

Year Group MATHEMATICS 7 Areas of Study 8 Term 1: Multiplication and division, data and Pie charts, negative numbers, approximation, algebraic 9 expressions, types of number Term 2: Decimals, angles, brackets in algebra, units of length, weight and volume, probability, co- ordinates Term 3: Averages, perimeter and area, substituting into formulae, solving equations, sequences Term 4: Circles, percentages, ratio, time and timetables, divisibility Term 5: Reflection and rotational symmetry, construction, quadrilaterals, nets, plans and elevations, prime factorisation, scatter graphs Term 6: Standard form, inequalities and equations, polygons, tessellation Term 1: Averages, frequency polygons, distributions, bounds, straight line graphs and equations, simultaneous equations Term 2: Percentage change, indices, rearranging formulae, standard form, transformations Term 3: Probability and relative frequency, Pythagoras, expanding and factorising Term 4: Cumulative frequency, volumes of prisms and cylinders, quadratics Term 5: Trial and improvement, inequalities and constructions Term 6: Sequences, recurring decimals, loci, simultaneous equations Term 1: Reverse percentage, trigonometry, quadratic equations, questionnaires Term 2: Probability tree diagrams, negative and fractional indices, transformations Term 3: Bearings, angles of elevation and depression, curved graphs Term 4: Parallel and perpendicular lines, direct and inverse proportion, volume and surface area Term 5: Circle theorems, similar shapes, areas and volumes, rearranging formulae Term 6: Arcs and sectors, trigonometric graphs, exponential growth and decay, 3d trigonometry and Pythagoras, cumulative frequency, compound measures

MUSIC AIMS All pupils will:  perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians  learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence  understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations SUBJECT CONTENT Pupils will be taught to:  play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression  improvise, compose, extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions  use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions  identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices  listen with increasing discrimination to a wide range of music from great composers and musicians  develop a deepening understanding of the music that they perform and to which they listen, and its history PROGRAMME OF STUDY Year 7 Year 7 Rhythm, Pulse African Pitch & Music Programme Concert and Ostinato Drumming Keyboard Technology Music (Rhythm & (Rhythm & (Notation, (Dynamics, Metre/Texture) Pitch & structure & (Instrumentation/ Metre) Melody) Harmony & Musicals Timbre) Tonality) Year 8 Reggae 12 Bar (Year 8 Samba Music for Film Theme/ Blues/Jazz Concert) Variations Year 9 Performance/History of Music Songwriting/Composition/ Final Project/Music Theory /Music Theory Music Theory

Year Group PE 7 Areas of Study 8 TERMS 1, 2, 3 & 4 9 4 weeks of each activity Gymnastics, Netball, Football, Climbing and Sports hall athletics Dance (1 lesson per fortnight) TERMS 5 & 6 Athletics (two courses of 4 weeks) Rounders/tennis (4 weeks) Single lessons of rounders and tennis games and athletics catch up TERMS 1, 2, 3 & 4 4 weeks of each activity Netball, Fitness, Basketball, Gymnastics, Football and Tag Rugby Dance (1 lesson per fortnight) TERMS 5 & 6 Athletics (two courses of 4 weeks) Rounders/tennis (4 weeks) Single lessons of rounders and tennis games and athletics catch up TERMS 1, 2, 3 & 4 4 weeks of each activity Netball, Basketball, Parkour, Handball, Fitness, Tag Rugby and Football Dance (1 lesson per fortnight) TERMS 5 & 6 Athletics (two courses of 4 weeks) Rounders/tennis (4 weeks) Single lessons of rounders and tennis games and athletics catch up

PERSONAL, SOCIAL, HEALTH AND ECONOMIC EDUCATION (PSHEE) Girls from Years 7 to 11 have one 60 minute lesson a week. The girls cover a range of relevant and interesting topics that help equip them for adult life. The lessons are delivered in a sensitive and supporting manner to help the girls to develop their understanding and explore their own personal views and issues on a variety of topics. It is delivered in a spiral curriculum where topics are revisited and understanding developed and deepened. The lessons are fun and engaging and look at issues of choice, risk, and consequence. The girls also have lessons in study skills, looking at organisation, time management, revision strategies and techniques. Topics such as Sexuality and Mental Health are also explored. Relationship and Sex Education also feature in the PSHEE lessons. Some of the careers education is also delivered in these lessons - looking at decision making skills, and Year 9 options choices. Internet safety also features in the scheme of work with lessons about bullying, sexting and grooming. Finally, lessons on budgeting and money management are a key aspect of PSHEE also preparing them for adult life. This year we are delivering a new programme in Year 7, 8 & 9. The programme will be delivered over three years, and the content of each year will build hierarchically on the previous year. Consistent with developmental consideration, the primary focus will change across the three years of the program. Skills which contribute to building a strong sense of self will be the major emphasis in Year 7, with sense of control and sense of purpose also considered. Year 8 topics will include self-image, building self-esteem, and introduction to emotions, emotional regulation and stress reduction. The major emphasis in Year 9 is a sense of belonging with further emphasis on sense of control. Skills to be taught as part of the Year 9 curriculum will include social skills and social problem solving. Thinking and planning skills (including more advanced cognitive skills) will be taught in Year 10, in order to focus on building strong senses of purpose and of future. External Organisations who come in and deliver workshops within PSHEE lessons: KCA (Addaction) Kent Fire and Rescue Kenward Trust Time to Change Stonewall CLUBS AND SOCIETIES LGBT Society Mindfulness Club Mental Health Champions Mind and Body Group

Year Group RELIGIOUS EDUCATION 7 Areas of Study 8 9 Term 1: What is Religious Education? Sikhism (1) Beliefs; concepts; authority, expressions of spirituality – What does the gurdwara tell us about Sikh beliefs? Term 2: Sikhism (2) How do Sikh beliefs affect their actions? Sikh attitudes towards moral issues – reference to the Khalsa Term 3: Christianity (1) Beliefs; concepts; authority: Beliefs about Jesus’ birth What do Christians believe about the importance of Jesus’ incarnation? Term 4: Christianity (2) Beliefs; concepts; authority – Jesus’ controversial teaching; events of the Last Week Term 5: Buddhism (1) Beliefs; concepts; authority: Why was Gotama Buddha so special? Life of the Buddha, 4 Noble Truth, the Middle Way Term 6: Christianity (3) Rights and responsibilities; What does justice mean to Christians? Christian idea of service and self-sacrifice; Mother Teresa; The work of TEAR Fund/Christian Aid Terms 1-3: Judaism, Islam and Hinduism. The topics are broken down into significant areas including Origins, Festivals and Initiation Terms 4-6: Developing understanding of the impact these three religions have had on the world and on the experience of their followers. This includes the study of the role/experience of women in each religion Term 1: Philosophy of Religion: Faith vs Proof; The Design and Cosmological arguments for the existence of God; miracles Term 2: Are science and faith in conflict? Does science make belief in God redundant? Terms 3 & 4: Study of Anti-Semitism and the Holocaust Term 5: Life after Death Term 6: Human rights

Year Group SCIENCE 7 Areas of Study 8 9 Forces: Speed, gravity Energy: Energy costs, energy transfers Matter: Particle model, separating mixtures Organisms: Movement, cells Electromagnets: Potential difference and resistance, current Waves: Sound, light Genes: Variation, human reproduction Reactions: Acids and alkalis, metals and non-metals Ecosystems: Interdependence, plant reproduction Biology: Ecosystems, genes, organisms Chemistry: Reactions, matter Physics: Forces, energy and waves, electro-magnets Biology: Cell structure and transport; cell division and tissues; organs and digestive system; organisation in animals and plants Chemistry: Atomic structure; periodic table; chemical analysis; structure and bonding Physics: Conservation of energy; energy transfer by heating; energy resources; molecules and matter

Year Group SPANISH 7 8 Areas of Study 9 Term 1: Introductions Term 2: Me and you – family, pets, personal description/Christmas Term 3: Food and eating out Term 4: Cultural project on food and customs of a Spanish speaking country Term 5 & 6: Town; places and directions FL1 Term 1: Sports Term 2: Free time activities and weather Term 3: Weather and future events Term 4: Travelling abroad Term 5: Booking hotels and complaining Term 6: At the train station or airport – buying tickets and finding your way around FL2 All students broadly follow the Year 7 areas of study and are extended in order for them to reach the same level, grammatically, as Year 8 FL1 Both FL1 and FL2 complete the same program of study: Term 1: Creating children’s stories – use of tenses Term 2: Staying with an exchange partner and going out in Spain; cinema, theatre Terms 3 & 4: Cultural projects – Cuba and going out in Spain Terms 5: Cultural Project – Spanish Civil War Term 6: Health and welfare – start of the GCSE course

TEXTILES All students in Key Stage 3 have the opportunity to study Textiles. Projects change and develop regularly and are inspired by a range of themes and textile techniques. Examples of previous projects include: transfer printed cushions, constructed fascinators, mini make-up bags, fashion illustration task, printed boleros, sublimation reusable book bags, painted shoes, Project Catwalk inspired portfolios and upcycling a garment. We are very well equipped in the department and enjoy the use of two specialist textile classrooms, over 40 sewing machines, two heat presses and two sublimation printers in addition to access to a wide range of art and design materials.